Test Of English As A Foreign Language Test Research Articles

Pentingnya Meningkatkan Pemahaman dalam Belajar TOEFL Bagi Siswa/i Kelas XII IPS SMAS Umum Sentosa

TOEFL (Test of English as a Foreign Language) has become one of the requirements for applying for jobs, continuing studies, and a standard for graduating students from college. The value of the TOEFL test has been recognized by 110 countries. The aim of this socialization activity is to increase the understanding of 20 students in class This socialization activity uses a lecture method in delivering material using PowerPoint, a question-and-answer session, and discussions regarding the extent to which they know about TOEFL and the obstacles they experience in understanding TOEFL. The location for this socialization activity is at Sentosa General High School, Jalan Benjamin BP. Mandoge, Huta Padang, District. Mandoge Sand City. And it will be held on November 1, 2023. In writing this article, the researchers used qualitative descriptive methods in collecting data. The result of this socialization activity is that students of class XII IPS SMAS Umum Sentosa can comprehend more about TOEFL with its benefit and some other important points to be prepared.

Comparing TOEFL and teacher’s assessment scores in measuring student’s English skills

Standardized English tests have long been used to determine English learner’s level of proficiency. Tests such as TOEFL (Test of English as a foreign language) and IELTS (International English language testing system) are arguably the most popular English tests in the world. On the other hand, English learners are consistently being assessed by their teachers through a performance-based assessment which provides a comprehensive description of student’s learning achievement in learning English. The results of these two forms of assessments were hardly compared and correlated. Therefore, this paper investigates the correlation between student’s TOEFL score and teacher score. Moreover, this study explores how teacher uses washback effects of TOEFL and class tests. Investigating 42 grade 12 students in an English immersion school in Indonesia, the result of this study indicated a positive but weak correlation between TOEFL and teacher’s assessment scores (r = 0.246, p = 0.116). This weak correlation indicates that the two types of assessments measure student’s achievement and performance differently. The washback effect of TOEFL is mainly in the form of teacher’s encouragement to the students to be more serious when taking TOEFL test so that they will be about to get higher scores.

A Comparative-Correlative Study of Test Rubrics Used as Benchmarks in Assessing IELTS and TOEFL Speaking Skills

The study focused on the comparative correlative study Test Rubrics Used as Benchmarks in Assessing International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL) Speaking Skills. To carry out this project, the researcher searched for IELTS and TOEFL candidates and recruited and finally selected 37 male and female candidates who took both standard tests for various reasons. The statistical results obtained (mainly Pearson's correlation coefficient of correlation moments) showed significant joint variability between IELTS Speaking scores derived from IELTS test bars and frequency band description factors, TOEFL Speaking scores derived from TOEFL test bars, and assessment scores. criteria. The results show that there is a high correlation index (0.862**) between the two tests scoring systems for speaking. The results also reflect a high correlation index (.903**) between the two tests scoring systems, assessing general English proficiency and speaking ability using both tests rubrics.

TOEFL (TEST OF ENGLISH AS A FOREIGN LANGUAGE) TEST PLUGIN UNTUK MOODLE

TOEFL (Test of English as a Foreign Language) is a test used to measure a person'sEnglish proficiency. Generally, the TOEFL test is used as one of the requirements to graduateat domestic universities, to enter universities abroad, or to work in a country. In this research,the LMS (Learning Management System) was used for implement the TOEFL. LMS is anapplication system that was developed specifically to manage online class (e-learning), andshare subject matter. Moodle (Modular Object-Oriented Dynamic Learning Environment) is anLMS that is usually used in online learning activities. The results of this research that theTOEFL was successfully created as a Moodle plugin and according to the SUS (SystemUsability Scale) test that has been calculated, it got a score of 89, indicating this application hasa high level of feasibility.

The obstacles faced by the junior lecturers of Syiah Kuala University in achieving the required TOEFL scores

The Test of English as a Foreign Language (TOEFL) is an examination used to evaluate a non-native English speaker’s proficiency in the English language. This study was conducted to investigate the obstacles faced by the junior lecturers of Syiah Kuala University in achieving the required TOEFL scores. This research applied a focused description as a method of collecting the data and was located within qualitative research. The population of this research was 23 junior lecturers of Syiah Kuala University who were participating in a training class at the Language Centre of Syiah Kuala University and are in preparation for further study in either home country or overseas universities. The instrument of data collection is a questionnaire guide with google form that was sent to 23 junior lecturers. The questionnaire was used to find out the obstacles faced by the junior lectures in achieving the required TOEFL scores. The collected were analysed by using compiling the percentage, adopting the formula proposed by Sudjono. The finding shows that junior lecturers faced obstacles in answering listening to long conversations with a percentage of 93.3% and avoiding similar sounds with a percentage of 80%. The specific obstacles in the structure written expression section were the skill in answering coordinate connectors, agreement after certain words, and parallel structure with coordinate conjunctions questions with the percentage 60%. The other obstacles were skills in answering agreement after prepositional phrases and skill in agreement after prepositional phrases questions with the percentage 67.7%. Then, the obstacles faced by them in reading comprehension were in recognizing main ideas and determining meanings of difficult words questions with the percentage of 67.7%. It is suggested that the junior lecturers should improve their English proficiency before they take the TOEFL test.

The EFL Students’ Problems in Answering the Test of English as a Foreign Language (TOEFL): A Study in Indonesian Context

The focus of this paper is to explore the students’ problems in answering the TOEFL (Test of English as a Foreign Language). TOEFL is a type of language testing to reveal the students’ English proficiency. This is a descriptive study based on in-depth semi-structured interview and classroom observation. The subject of this research was the students of Graduate Program at one state university in Makassar, Indonesia. This study took three classes as sample, namely one from English education department, one from Social Science, and one from Natural Science. To gain data, the three classes were observed and twelve (12) representatives of the three classes were interviewed. Findings showed that the main problems of the students in answering the TOEFL test were due to several conflicting reasons, such as fewer basic skills, less practice, less motivation, and students’ individual differences such as age and social status.

The Importance of English Language Competency in the Academic Success of International Accounting Students

The authors investigate the information content of two commonly used admission tests, namely the Graduate Management Admission Test and the Test of English as a Foreign Language (TOEFL). The analysis extends prior research by investigating the incremental information content of individual components from one admission test conditional on the information contained in the other admission test and undergraduate grade point average. The results suggest that for international applicants in master of accountancy programs, the TOEFL test is the only one that yields statistically significant incremental information content about academic success. If admissions officers were to eliminate one of the tests, it should not be the TOEFL.

TOEFL Listening Comprehension Test-Statistical Evaluation of a Practice Examination on Two Language Classes

The Test of English as a Foreign Language (TOEFL) presents many challenges to the test taker. The writers gave two of their classes the TOEFL test in an attempt to evaluate the students' proficiency in the three sections of the lest-Listening Comprehension, Structure and Written Expression, and Vocabulary and Reading Comprehension. This paper focuses on the first part-listening comprehension and discusses the results from a statistical viewpoint. Upon completion of this section, the students have a better, more realistic understanding of their English listening comprehension. This paper provides the writers' own findings on the score results and serves as a basis for future papers on testing of listening comprehension.

Attitudes about the computer-based test of English as a Foreign Language

The principal aim of this study was to assess test takers’ acceptance of the computer-based version of the Test of English as a Foreign Language (TOEFL), and the links between this acceptance, general attitudes about admissions tests, other possible determinants, and test performance. A secondary goal was to evaluate differences in the pattern of results for test takers from different countries. A questionnaire concerning attitudes about the test, familiarity with computers, and other relevant variables was administered to TOEFL test takers at large testing centers in Buenos Aires, Cairo, and Frankfurt. Attitudes about the TOEFL were moderately positive and had similar patterns of relationships in the three countries: slight or moderate with test performance, moderate with general attitudes about admissions tests, slight with computer anxiety and test anxiety, and minimal with other variables.

Test of English as a Foreign Language and First Certificate of English tests as predictors of academic success for undergraduate students at the University of Bahrain

The purpose of this study is to examine the multivariate relationships of the Test of English as a Foreign Language (TOEFL) and the First Certificate of English (FCE), and to determine whether students' total score on the TOEFL or their overall score on the FCE tends to be a better predictor of their success at the University as measured by the overall grade-point average (GPA). Subjects were 86 students enrolled at the University of Bahrain. The multivariate prediction of the GPA from the scores on the FCE is very accurate. Regression analysis revealed that the FCE cloze, and sentence transformation subscores are the only test scores that contributed to the prediction of both student's GPA, and his or her GPA in English courses. The TOEFL section scores did not contribute enough to be maintained in the linear prediction model. Results indicate that the FCE is a better test instrument than the TOEFL, particularly when English is being taught as a foreign language. Since the TOEFL test did not appear to be an effective predictor of students' academic achievement at university level, using it as a test instrument in any of the major language courses taught at the university within an English as a Foreign Language context should be reconsidered.

Examining the Relationship Between Computer Familiarity and Performance on Computer‐Based Language Tasks

The planned introduction of a computer‐based Test of English as a Foreign Language (TOEFL) test raises concerns that language proficiency will be confounded with computer proficiency, introducing construct‐irrelevant variance to the measurement of examinees' English‐language abilities. We administered a questionnaire focusing on examinees' computer familiarity to 90,000 TOEFL test takers. A group of 1,200 “low‐computer‐familiar” and “high‐computer‐familiar” examinees from 12 international sites worked through a computer tutorial and a set of 60 computer‐based TOEFL test items. We found no meaningful relationship between level of computer familiarity and level of performance on the computerized language tasks after controlling for English language ability. We concluded that no evidence exists of an adverse relationship between computer familiarity and computer‐based TOEFL test performance due to lack of prior computer experience.

Design and evaluation of a computer-based TOEFL tutorial

In order to train examinees whose native language is not English to take a computerized Test of English as a Foreign Language (TOEFL), a special set of tutorials was designed and developed. The TOEFL tutorials were trialed as part of a computer familiarity study in 1996. This article describes the development of the tutorials. Also, the experiences of the 1169 individuals who participated in the computer familiarity study are characterized in terms of timing and performance data, as well as self-reported attitudes. These analyses took into account computer familiarity and English ability, which both proved to be important in explaining some differences in time to complete the tutorials and perception of the tutorials' usefulness. Most examinees were successful in completing the practice items in the tutorials and thought that the tutorials were helpful. Some changes were subsequently made before operational implementation of the computerized TOEFL test in order to reduce the time needed to complete the TOEFL tutorials.

Understanding TOEFL's Test of Written English

In 1986, Educational Testing Service (ETS) added the Test of Written English (TWE), which requires the production of a 30-minute writing sample, to some administrations of the Test of English as a Foreign Language (TOEFL). The test was developed on the basis of two major research projects which investigated the role of writing in the academic community and the type of writing tests that faculty felt their students should be able to produce (Bridgeman and Carlson, 1983; Carlson et al., 1985). ETS appointed a committee of outside consultants, the TWE Core Reader Group, to develop topics for the exam and to determine whether or not a given writing topic should be approved for the exam. This article details the topic development process for the TWE, the work of the Core Reader group, and the procedures for reading and scoring the TWE.

DEVELOPMENT OF PROCEDURES FOR RESOLVING IRREGULARITIES IN THE ADMINISTRATION OF THE LISTENING COMPREHENSION SECTION OF THE TOEFL TEST

ABSTRACTThe purpose of this study was to develop and evaluate two procedures to be used in determining whether examinees in a given test center are affected by a testing irregularity on the Listening Comprehension section of the Test of English as a Foreign Language (TOEFL). One approach employs analysis of covariance (ANCOVA) on Listening Comprehension (Section 1) means using scores on Structure and Written Expression (Section 2) and scores on Reading and Vocabulary (Section 3) as covariates. The second procedure entails a Bayesian approach that uses prior information collected about performance at the center in question. Analyses using these two procedures were carried out using both simulated data and data from actual testing irregularities.The results of this study support the following conclusions. First, both the ANCOVA and Bayesian procedures appear to provide useful information related to the effects of testing irregularities on Section 1 of the TOEFL test; therefore, both procedures should be incorporated into the operational procedures for resolving testing irregularities. Second, the two procedures will usually agree about the effects of testing irregularities, although differences between the procedures may occur in situations where the Bayesian procedure indicates an effect of one scaled score point and the ANCOVA procedure does not indicate a statistically significant difference between the irregularity and comparison groups at some specified level. Finally, results based on the two procedures should be interpreted with caution, particularly in situations where the two procedures produce discrepant results.

The TOEFL Test of Written English: Causes for Concern

Owned and administered by the Educational Testing Service (ETS), the Test of English as a Foreign Language (TOEFL), taken by approximately 600,000 students a year, influences access to or exclusion from colleges and universities in North America. This article provides background information about the TOEFL and ETS; describes the development of ETS tests of composition for native speakers of English and of the most recent addition to the TOEFL testing program, the Test of Written English (TWE); and explores seven areas of concern with respect to the TWE: the comparability of topic types; the lack of topic choice; the lack of distinction between graduate and undergraduate students; the scoring system; the question of what the test measures; the question of whether both the TOEFL and the TWE are needed; and the backwash effect of the TWE, including the proliferation of coaching and test-specific instructional materials. The article urges careful scrutiny of new developments in ETS testing as they affect our students, and ends with seven recommendations for action.

THE PERFORMANCE OF NON‐NATIVE SPEAKERS OF ENGLISH ON TOEFL AND VERBAL APTITUDE TESTS

ABSTRACTThis study examined the performance of two groups of non‐native English speakers on the Test of English as a Foreign Language (TOEFL) and an appropriate verbal aptitude test. One group of graduate applicants took both TOEFL and the verbal section of the Aptitude Test of the Graduate Record Examinations (GRE). Another group of undergraduate applicants took TOEFL, the verbal section of the College Board Scholastic Aptitude Test (SAT), and the Test of Standard Written English (TSWE). Data are presented showing how native and non‐native speakers compare on each set of tests. Information is also provided to aid in interpreting test results for non‐native speakers who have taken both types of test. The appendix to the report summarizes item reviews, by specialists in English as a Second Language, which suggest future directions for TOEFL test development.